Europe, Transnational Curriculum Movements and Comparative Curriculum Theorizing

Autor/in	Yates, Lyn
Titel	Europe, Transnational Curriculum Movements and Comparative Curriculum Theorizing
Quelle	In: European Educational Research Journal, 15 (2016) 3, S.366-373 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116644939
Schlagwörter	Foreign Countries; Comparative Analysis; Curriculum Development; Curriculum Research; Governance; Educational Policy; Educational History; Global Approach; Educational Theories; Politics of Education; Political Influences; Educational Practices; Educational Change + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; History of education; Bildungsgeschichte; Globales Denken; Educational theory; Theory of education; Bildungstheorie; Political influence; Politischer Einfluss; Bildungspraxis; Bildungsreform
Abstract	This reflective essay on the papers in this special issue of EERJ on Northern European curriculum analysis discusses issues of comparison and scale, and the significance of global and local specificities in curriculum research. Drawing on comparative examples from outside Europe, the essay draws attention to some commonalities of the European positioning from which these analyses begin, in particular the questions about governance, policy process and constructions of citizenship engendered today both by the formation of the EU and by the impact of OECD activities on it. The article argues the need to recognize different types of curriculum analyses and purposes, and particularly the salience of both big picture and closer-up detailed perspectives, and discusses the contribution these articles make to addressing both. It considers further issues about two matters raised by these contributions: the significance of moves to more competency and outcomes-centred curriculum forms, and the usefulness of a focus on constitutional origins as a basis for understanding the citizen-formation curriculum agendas of different nations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01